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Abstract
This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The step-by-step procedures for using the model-drawing strategy are described. In addition, the results of an action research study applying the model-drawing strategy with high school students who have learning disabilities are reported.
Additional information
Author notes
Minyi Shih Dennis is an assistant professor at Lehigh University. Her current research interests are learning disabilities, mathematics interventions, and assessment issues in special education.
Jacqueline Knight has worked at the Frostig School for 10 years. At present, she is the Frostig School Admissions & IEP Administrator and Assistive Technology Specialist. She received her MA and Education Specialist Teaching Credential from Pacific Oak's College, and she received a postgraduate Assistive Technology Applications Certificate from California State University Northridge. Her research interests include math strategies and assistive technology for students with Learning Disabilities.
Olga Jerman is a research specialist at PRO-ED, Inc. She received her PhD in educational psychology from the University of California, Riverside. Her research interests include learning disabilities, cognitive processes, and test development.